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Contents contributed and discussions participated by A Hughes

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A Hughes

ollie4_1: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views

moodle.aeapdonline.org/...view.php

shared by A Hughes on 25 Jun 12 - No Cached
  • Collaboration: A classroom culture in which teachers and students are partners in le
    • A Hughes
      A Hughes on 29 Jun 12
       
      Collaboration between the teacher and students takes time to establish. As a librarian, this is extremely difficult for me to do. I drop in and collaborate with the classroom teacher for a short lesson.
A Hughes

ollie4_1: Building a Better Mousetrap - 0 views

moodle.aeapdonline.org/...view.php

shared by A Hughes on 18 Jun 12 - No Cached
  • While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing. That “rubric” is listed in most thesauruses as a synonym for “formula” does nothing to dismantle such fears. Well-designed rubrics, though, should not do this; unfortunately, most state issued rubrics used in secondary school standardized testing are poorly designed rubrics that list specific static elements encouraging students to simply make sure their essays have those features.
    • A Hughes
      A Hughes on 20 Jun 12
       
      The english teachers who attend Iowa Writing Project professional development are discouraged from using rubrics because of formulaic writing in students. These teachers are encouraged to only score a couple of criteria on each assignment instead of trying to "fix" all of the writing and discouraging students.
A Hughes

ollie4_1: Educational Leadership: The Quest for Quality - 1 views

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shared by A Hughes on 11 Jun 12 - No Cached
  • Students learn best when they monitor and take responsibility for their own learning. This means that teachers need to write learning targets in terms that students will understand.
    • A Hughes
      A Hughes on 12 Jun 12
       
      We were discussing writing rubrics in student language last week. Students need to understand not only what they are being assessed on but why.
  • Specific, descriptive feedback linked to the targets of instruction and arising from the assessment items or rubrics communicates to students in ways that enable them to immediately take action, thereby promoting further learning.
    • A Hughes
      A Hughes on 12 Jun 12
       
      I studied formative assessment in professional development in our district this year. The purpose of the assessment is "specific, descriptive feedback" so students can learn.
A Hughes

Search EDUCAUSE | EDUCAUSE - 3 views

www.educause.edu/search

shared by A Hughes on 02 Dec 11 - Cached
  • Seven Things You Should Know About Collaborative Annotation... Collaborative annotation tools, such as Diigo, Reframe It, MyStickies, and Google Sidewiki, expand the concept of social bookmarking by allowing users not only ... net.educause.edu/ir/library/pdf/ELI7054.pdf
    • A Hughes
      A Hughes on 02 Dec 11
       
      I just discovered that I could not highlight this pdf. I chose to hightlight the link to it instead. Some of the downsides include privacy issues, appropriateness of annotations, and access to information dependent on the annotation tool.
A Hughes

Classroom Collaboration Using Social Bookmarking Service Diigo (EDUCAUSE Quarterly) | E... - 0 views

www.educause.edu/...236685

moodle_iowa

shared by A Hughes on 07 Oct 11 - No Cached
  • A Hughes on 02 Dec 11
     
    Chart comparing features of Diigo and Delicious
A Hughes

elearnspace › learning, networks, knowledge, technology, community - 0 views

www.elearnspace.org/blog

education blog elearning web2.0 technology e-learning learning edtech moodle_iowa

shared by A Hughes on 02 Dec 11 - Cached
  • The open access debate Wednesday, October 19, 2011 At the EDUCAUSE 2011 conference today, I had the pleasure of attending a lecture by Hal Abelson – founding director of Free Software Foundation and Creative Commons. He presented on the state of openness in education. While on the surface openness is gaining traction through scholarship and publication, content providers and journal publishers are starting to push back. During the talk, he used the image below (from this article – .pdf) to argue that journal publishers have a monopoly. The surface progress of openness belies a deeper, more dramatic period of conflict around openness that is only now beginning.
    • A Hughes
      A Hughes on 02 Dec 11
       
      As a librarian, I am very interested in the topic of open access. The image of the commercial Journal Publishers is very revealing. I did not realize that Elsevier owned so much of the academic content. I would like to know what other information I can find by Hal Abelson.
A Hughes

ollie1sweetman: Iowa Online Teaching Standards - 11 views

moodle.aeapdonline.org/...view.php

iowa online teaching standards

shared by A Hughes on 13 Nov 11 - No Cached
  • 4. Understands and uses instructional pedagogy that is appropriate for the online environment and meets the multiple learning needs of students (ITS 4) •
    • A Hughes
      A Hughes on 05 Dec 11
       
      Online learning works well with videos and pictures to illustrate the content. Uploading word documents that have been used in face to face content does not work well. The content needs to be transformed to a "lesson" format with font changes and graphics.
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • ...2 more annotations...
  • Understands the differences between teaching online and teaching face-to-face (SREB C.1, Varvel V)
  • • Communicates with students effectively and consistently (SREB D.1, ITS 1.g)
    • A Hughes
      A Hughes on 05 Dec 11
       
      Multiple methods of communication with the instructor are important in an online course. My outgoing e-mail was blocked for several weeks but Judy found other ways via Moodle to contact me.
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